RDSJ Notes and Discussion replies

I need you to do 2 assignments for me. One is a discussion and one is notes on a chapter. when you complete the assignment I am going to need you to send two files. One for the discussion replies and one fro the RSDJ notes. Here is assignment one which is RDSJ "Sexism: An Introduction" (pp. 341-352), "Night to His Day" and "Masculinity as Homophobia: Fear, Shame, and Silence" !!!!!!!!!!!This is very important to read!!!!!!!!!!!!!!!!!!!!!!!

Here is what you need to do: For most, if not all, of the assigned readings, you will be assigned chapter notes to submit to the appropriate assignments folder in D2L. I review your chapter notes to assess what you are pulling as important information from the assigned readings and how you comprehend the content. Once graded and returned, I encourage you to review comments on the chapter notes and the graded rubric. The notes will be graded as Pass/Fail (5 points or 0 points). A grade of “Pass” must meet the following criteria:

• Type and format the document in MLA style
• There should be at least one full page of notes per reading (most weeks there will be more than one reading assigned). Weeks where more than one reading is assigned require at least one full page of notes for each of the readings.
  • For example, in the week you are assigned notes for PPD Introduction and PPD Chapter 1, you should have at least one full page of notes with original reaction for PPD Introduction and another full page of notes with original reaction for PPD Chapter 1.
• At the beginning of the assignment, include the accurate title of the chapter/reading the notes are coming from. When there are multiple chapters or readings, be clear as to which reading you are referring. It is best to separate notes by chapter/reading and to use the title of the chapter/reading as a heading. They can be on different pages but the same document OR just center the title of the reading before the that reading’s notes start.
• Pull out statements (direct quotes) that you find important concepts (bullet points)
• Include the page number after each statement pulled from the reading
• Include at least one original, detailed reaction per reading assigned. Make sure this is clear/separate from the bullet pointed notes pulled from the reading. At the end of the notes, create a title "Original Reaction" and type your reaction under it.
  • For weeks with multiple readings/chapters, write the original reactions for all readings assigned that week and be sure it is clear to which reading each reaction is referring. Example: For Week One’s reading assignment of PPD Introduction and Chapter 1 notes, there should be at least two full pages of notes (one per chapter) and two original reactions (one per chapter).
  • The reaction should NOT be a summary of the reading(s); it should be your reaction to the readings. There should be detail and YOUR explanation/relation to the content presented in the reading in the original reaction. This is used to assess how you understand and relate to the content.
  • Consider the including following: What specific detail(s) was (were) interesting to you and why? Explain your understanding of that detail/information and why it interested you. Relate it to your observations, previous knowledge, other assignments completed in class, and/or personal experience. There should be an emphasis on your thoughts about the specific content you selected to discuss. DO NOT SUMMARIZE AND DO NOT RELY ON AI. I am looking for your own, original reaction/analysis.
  • For weeks with multiple readings, you can put all the original reactions at the end of the entire document OR list them at the end of each reading. If you choose to put them all at the end, have at least a separate paragraph per original reaction and make it clear with a title which reading the reaction is addressing.
  • When possible, draw a link or relate the statement to what we have already covered/discussed in class; relate the reading to your life and what you have previously learned/observed.
  • The use of artificial intelligence to create an original reaction is not permitted. I need to assess your understanding of the content. Review the Academic Integrity Policy regarding the use of artificial intelligence in this course.

Chapter notes must be typed as bullet points followed by page numbers of where you found the statement. Again, when you are assigned more than one reading, make it clear which reading the notes are from. This can be done with the use of clear titles above each section. Assignments with multiple readings do NOT have to be separate documents. Just put a clear title to separate them in the same document. If it is unclear that all readings were included in the notes, you will receive a grade of 0 on the assignment. If you realize you did not successfully complete the assignment (e.g., missing the original reaction, missing notes for one or more of the assigned readings [such as the PPD Introduction], missing page numbers after each bullet point, et cetera), you can resubmit the corrected assignment PRIOR to the due date/time. Reminder: all submissions must be saved in Word or Rich Text format.

Here is a sample of the assignment:

Ima Student

Dr. Timothy Benson

DVRS 1304-01

25 December 2028

PPD Chapter 5 Notes

The group is also acutely aware of the fact that most powerful people are white

heterosexual nondisabled males, and that the key to change is to engage those people

with the problem of privilege as an ongoing, permanent part of their lives, in which

privilege is as much an issue for them as it is for those who bear the brunt of oppression

(60).

Dominant Groups don’t see privilege as a problem for many reasons:

o Because they don’t know that it exists in the first place

o Because they don’t have to

o Because they think it’s a personal problem

o Because they want to hang on to their privilege

o Because they’re consciously prejudiced

o Because they’re afraid. (61-62)

Progress depended on two strategies that are effective only to a limited degree and not for

very long (62)

o First, the “tin-cup” approach (right thing to do) (63)

o second, “business case” (it makes organizations more effective) (64).

The problem with the business case is that it sees ending the trouble as a means to an end,

a practical, rational, profitable strategy (64).

Student 2

Removing the resentment, fear, injustice, and suffering that goes along with them

[privilege and oppression] would dramatically improve life in schools, workplaces,

neighborhoods, and communities (65).

Short-run competitive thinking makes this goal all but impossible to achieve (65).

What is needed is a binding sense of ownership in relation to the problem as well as to

the paths that lead toward its solution (65).

We need a third choice . . . . We need ways not only to have serious conversations across

difference but to act decisively to end the most destructive source of unnecessary

suffering in the human experience (64).

This third choice, this opening for meaningful action, begins with what most of us do not

want to face: what privilege, power, and difference have to do with us (64).

Original Reaction:

Though brief, Chapter 5 further discusses why truly lasting social change is difficult to

achieve. I have recognized the two approaches (“tin cup” and “business case”) at my former

place of employment when we were working on becoming a more diverse place to work. I was a

part of a diversity committee that focused on creating a more welcoming environment for all our

workforce. Both the “morally right thing to do” (tin cup) and the “it’s good for business”

(business case) approaches were stressed. Where it fell apart was in moving beyond the initial

“checklist” of saying we were doing something. Implementation included recognizing and

acknowledging our own privileges which made many of us feel uncomfortable. Facing this

discomfort impacted motivation to continue the work because it was the “right thing to do” (tin

cup). Also, there was a lack of funding to support the necessary work beyond the surface level.

Seeing the time and cost commitments made those with the purse strings no longer want to

Student 3

commit. It seems like true change does have a price tag. I got the feeling that the entire process

was more of a “checklist” to say we are addressing a point instead of an actual interest in solving

the issue.

I can relate this chapter to the Chapter One and Two where the author also discusses how

the biggest challenge to eradicating oppression is to get those with privilege to recognize it and

want to do something about it. I can also relate it to Chapter Four and the documentary The Mask

You Live In because it mentions that there are disadvantages the agents experience to privilege.

We did not look at how our privileges may have disadvantages for us (as agents). Instead, we

focused on the discomfort we felt talking about being privileged and became defensive. Chapter

Five further explains that even though there are some disadvantages the agents may feel, they

still may not recognize their privilege. Our defenses tend to go up when we are challenged to

recognize our privileges. I am looking forward to the suggestions the author may give in

addressing this challenge in an effective way

Checklist for the Chapter Notes Assignment:

See the Course Syllabus for a detailed description of the Chapter Notes requirements.

☐ Type and format the document in MLA style (see D2L for instructions)

☐ There should be at least one full page of notes per reading. For example, in the week you are

assigned notes for PPD Introduction and PPD Chapter 1, you should have at least one

full page of notes for PPD Introduction and another full page of notes for PPD Chapter 1.

☐ At the beginning of the assignment, include the accurate title of the chapter/reading the notes

are coming from. When there are multiple chapters or readings, be clear as to which reading

you are referring. It is recommended to separate notes by chapter/reading and to use the title

of the chapter/reading as a title separating the notes.

☐ Pull-out statements (direct quotations) that seem to be main or important concepts (bullet

points)

☐ Include the page number after each statement pulled from the reading (bullet points).

☐ Include original, detailed reaction(s) to the reading(s). Make sure this is

clear/separate from the bullet pointed notes pulled from the reading. At the end of the notes,

create a title "Original Reaction" and type your reaction under it.

For weeks with multiple readings/chapters, write the separate reactions for all readings

assigned that week and be sure it is clear which reading the reaction is referring.

The reaction should NOT be a summary of the reading(s); it should be your reaction to

the readings. There should be detail and explanation in the original reaction. Say what

stood out to you and explain why. This is used to assess how you understand and relate to

the content.

Consider the following: What specific detail(s) was (were) interesting to you and why?

Explain your understanding of that information and why it interested you. Relate it to your

observations, previous knowledge, and/or personal experience.

For weeks with multiple readings, you can put all the original reactions at the end of the

entire document separated by titles that clearly reference the reading you are reacting to

(example: Original Reaction for PPD Introduction) OR list them at the end of each

reading’s bullet points.

When possible, draw a link or relate the statement to what we have already

covered/discussed in class. This may not be possible for the PPD Introduction and Chapter

1 assignment. Instead, for PPD Introduction and Chapter 1 notes, you can relate the

reading to your life or what you have previously learned/observed

Here is assignment 2: discussion replies!!!!!!!!!!!! Review the Sexism, Heterosexism, and Cisgenderism Lecture. You must watch the lecture prior to accessing the discussion topic.

After you watch the lecture:

• list the terms were you familiar with prior to this lesson. Define and describe those terms. Provide detail/explanation/example in your description to demonstrate your understanding of each term.
• Then, list (do not define/describe) the terms are you unfamiliar/not as familiar with/did not know.

Combined, the two lists should include all the terms covered in the lecture.

Respond to at least two classmates' posts with well thought-out responses that move the discussion forward. In your responses, you are to:

• Review the terms your classmates are unsure about; to your best ability, define/describe those terms in your own words. If your and your peer's lists of unfamiliar terms have the same word(s), include the definition from the lecture and then explain, in your own words and through description, how you understand the terms. Do not skip a term they did not define/listed as unsure. The goal is to help each other better understand the terms we are unsure/confused about. I encourage you to ask questions/answer questions to create a dialogue.

I encourage you to go above and beyond (see: rubric) the minimum required responses. You can do this by responding to three or more classmates or by having dialogues one of the two classmates (respond to their responses).

Each weekly discussion topic (initial post and responses) is worth a total of 10 points. However, in order to receive credit for these posts, you must fulfill the following requirements:

• You must post your initial response to the posted discussion board question(s) by 11:30 p.m. Thursday. In addition, you must reply to at least two other students' posts by 11:30 p.m. Sunday. Note: You will typically NOT see other students' posts until AFTER you post your initial response.
• Initial posts should be a minimum of 150 words. Be concise/avoid unnecessary words just to complete the minimum requirement. Type your word count at the end of your initial posts.
• Reply posts should be a minimum of 50 words each. Be concise/avoid unnecessary words just to complete the minimum word requirement. Your replies should advance the discussion with your thoughts, ideas, and question(s). Type your word count at the end of every reply post.
• When possible, your discussion posts should incorporate concepts or key terms from the assigned lectures and/or readings of the textbook to demonstrate your learning and understanding of the assigned chapter's content.
• Misuse of the discussion boards will not be tolerated.

Tip: Type your discussions in Word and then copy and paste them to the discussion board. Word will allow you check the word count that you are required to post with every discussion.

NOTE: You will have to submit your initial post prior to seeing others' posts. If you do not see their posts, check back at a later time (you may have been the first to post).

Here is a summary of the video Because you won't be able to access the link:

This lecture provides an introduction to sexism, heterosexism, and cisgenderism and explains how they are connected through ideas about gender, social expectations, and binary thinking.

Main Ideas

• Sexism is prejudice and discrimination based on sex.
• Heterosexism is prejudice and discrimination based on sexual orientation and the belief that heterosexuality is the only normal or acceptable form of attraction.
• Cisgenderism is prejudice and discrimination based on gender identity and the belief that being cisgender (identifying with the sex assigned at birth) is the only normal way to experience gender.

Gender Roles and Society

The lecturer argues that society often treats gender as a strict binary (male/female) and expects people to conform to traditional gender roles. These roles are presented as natural or biological, but the lecture emphasizes that they are largely socially constructed. The concept of heteronormativity is introduced as the belief that cisgender, heterosexual identities are normal and preferred.

Sex vs. Gender

A major focus is the distinction between sex and gender:

• Sex refers to biological characteristics such as chromosomes, hormones, and reproductive anatomy.
• Gender refers to social and cultural expectations, identities, and roles associated with masculinity and femininity.

The lecture also discusses intersex people, whose biological characteristics do not fit typical definitions of male or female.

Gender Identity and Expression

The video defines several gender-related concepts, including:

• Cisgender – gender identity matches sex assigned at birth.
• Transgender – gender identity differs from sex assigned at birth.
• Gender non-conforming and non-binary identities.
• Gender identity (how people see themselves) versus gender expression (how people present themselves through clothing, behavior, appearance, etc.).

Sexual Orientation

The lecture reviews different sexual orientations, including:

• Heterosexual
• Homosexual (gay and lesbian)
• Bisexual
• Pansexual
• Demisexual
• Asexual
• Queer and questioning identities

The instructor emphasizes that labels can help people find community and resources, but that individual experiences are diverse.

Privilege and Oppression

The final section explains how social systems create different forms of privilege:

• Male privilege gives men certain unearned advantages.
• Heterosexual privilege gives advantages to heterosexual people.
• Cisgender privilege gives advantages to cisgender people.

Examples include greater social acceptance, reduced risk of discrimination, and easier access to public spaces without fear of harassment.

Overall Summary

The lecture argues that sexism, heterosexism, and cisgenderism are interconnected systems of oppression that are supported by traditional beliefs about gender and sexuality. It encourages students to understand the differences between sex, gender, gender identity, gender expression, and sexual orientation while recognizing how social norms can create inequality and privilege.

First here is my post for the discussion:

Terms I Was Familiar With Before This Lesson:

• Male - Male refers to the sex that has XY chromosomes and male genitalia.
• Female – A biological sex possessing XX chromosomes and female sex organs.
• Gender roles – Expectations associated with gender are social. Boys are told not to cry, while girls are told they are nurturing.
• Masculinity – Male characteristics are typically associated with strength and assertiveness.
• Femininity – The traits of gentleness, expressiveness, and other qualities are usually attributed to the feminine.
• Heterosexual – People are attracted to the opposite gender. A man who is attracted to women.
• Gay – A man who experiences both emotional and sexual attraction towards men.
• Lesbian – A woman who is attracted to other women both sexually and romantically.
• Bisexual – Attraction to multiple genders and sexes.
• Transgender – A difference between gender identity and sex assigned at birth.
• Sexism – Sex-Based Discrimination. An evident instance of gender discrimination is when a woman is paid less than her male counterpart for the same tasks.
• Male privilege – Men often have unearned advantages in society. For instance, their authority is rarely questioned at work.
• Sex – The biological characteristics include chromosomes, hormones, and sex organs. An individual with XX chromosomes and female reproductive organs is termed female.

Terms I Was Unfamiliar With or Less Familiar With:

• Intersex
• Hypermasculinity
• Hyperfemininity
• Gender identity
• Gender expression
• Gender non-conforming
• Non-binary
• Agender
• Pangender
• Genderqueer
• Two-spirit
• Third gender
• Pansexual
• Demisexual
• Asexual
• Questioning
• Queer
• Heterosexism
• Heterosexual privilege
• Cisgenderism
• Cisgender privilege
• Ally
• Cisgender

Here is the first person I want you to reply to and when you reply pls put the initials i give you so I know who you replied to!! The Intiials of this person are ZBW!!!!

This is there post! 50 words min!!!

terms i was familiar with before the video:

sex - what chromosomes someone was born with, either X,Y or X,X.

male - someone with a penis and testicles

female - someone with a uterus and ovaries

masculine - Male type traits, facial hair

feminine - female type traits, long hair, nurturing

gender - how someone presents themselves, masculine/feminine

transsexual - someone who thinks their gender is opposite of their preferred gender

gender roles - society's thinking of what each gender should and should not do/be allowed to do, ex. woman belong in the kitchen

gender identity - what gender you choose to be

heterosexual - straight, being sexually attracted to the opposite sex as yours

homosexual - gay, being sexually attracted to the same sex as yours

asexual - someone who has no sexual attractions

ally - someone who is supportive of non hetero/cis peoples choices

terms i was not familiar with before the video:

intersex

cisgender

gender-nonconform

bisexual+

demisexual

questioning

gender-presentation

heterosexual privilege

male privilege

atteraction/orention

Here is the second person!! There initials are JB. 50 words min!!!

terms i was familiar with before the video:

sex - what chromosomes someone was born with, either X,Y or X,X.

male - someone with a penis and testicles

female - someone with a uterus and ovaries

masculine - Male type traits, facial hair

feminine - female type traits, long hair, nurturing

gender - how someone presents themselves, masculine/feminine

transsexual - someone who thinks their gender is opposite of their preferred gender

gender roles - society's thinking of what each gender should and should not do/be allowed to do, ex. woman belong in the kitchen

gender identity - what gender you choose to be

heterosexual - straight, being sexually attracted to the opposite sex as yours

homosexual - gay, being sexually attracted to the same sex as yours

asexual - someone who has no sexual attractions

ally - someone who is supportive of non hetero/cis peoples choices

terms i was not familiar with before the video:

intersex

cisgender

gender-nonconform

bisexual+

demisexual

questioning

gender-presentation

heterosexual privilege

male privilege

atteraction/orention

Here is the second discussion!!!!

I have randomly assigned you (click on the link to find the topic you are assigned*) one of the following topics to research:

A. Hate Crimes against People who are not Cisgender (People who are Transgender and Gender Queer) in the US

B. Violence Against Women in the US (Sexual Assault/Rape)

C. Suicide Rates of Men in the US

D. Hate Crimes against Gays and Lesbians in the US

*If you were assigned a topic that, for personal reasons, you are not comfortable researching and would like to choose one of the other topics available, contact me.

Here is what you are tasked to do:

• Using our library database, research recent data (this year if possible) on the topic you are assigned (see: Hate Crimes/Violence Topics Assigned). If you need help finding an article, contact the librarian.
• Write two paragraphs--one that summarizes and one that critically analyzes the information that you found.*
  • For the summary, consider: What are the numbers? What time frame do they consider? Any specific regions mentioned?
  • For the critical analysis consider: why do you think this type of violence/hate crime exists? What is your reaction to it?
• At the bottom, provide a link to the article.

Post your information here (Discussion).

*To write a successful summary/critical analysis, you should first understand what the terms mean:

A summary is a clearly written and arranged paraphrasing of the original text. The summary/definition should not include your opinion, but rather just a restatement (in your own words) of the information. Your summary should be concise (saying the most you can say in few words), and be an accurate retelling of the information, highlighting the main points of what you read.

A critical analysis is your opinion about the results. To critically analyze the topic, remember to look at the item from all angles. What is your reaction to the information? Why? Explain your opinion/reaction.

Respond to at least two classmates' posts with well thought-out responses that move the discussion forward. I encourage you to ask questions/answer questions to create a dialogue.

Each weekly discussion topic (initial post and responses) is worth a total of 10 points. However, in order to receive credit for these posts, you must fulfill the following requirements:

• You must attach the article to your initial post (If your article is from a news source that provides a link, you can upload the link. Just make sure there is no subscription requirement to access it.)
• You must post your initial response to the posted discussion board question(s) by 11:30 p.m. Thursday. In addition, you must reply to at least two other students' posts by 11:30 p.m. Sunday. Note: You will typically NOT see other students' posts until AFTER you post your initial response.
• Initial posts should be a minimum of 150 words. Be concise/avoid unnecessary words just to complete the minimum requirement. Type your word count at the end of your initial posts.
• Reply posts should be a minimum of 50 words each. Be concise/avoid unnecessary words just to complete the minimum word requirement. Your replies should advance the discussion with your thoughts, ideas, and question(s). Type your word count at the end of every reply post.
• When possible, your discussion posts should incorporate concepts or key terms from the assigned lectures and/or readings of the textbook to demonstrate your learning and understanding of the assigned chapter's content.
• Misuse of the discussion boards will not be tolerated.

Tip: Type your discussions in Word and then copy and paste them to the discussion board. Word will allow you check the word count that you are required to post with every discussion.

NOTE: You will have to submit your initial post prior to seeing others' posts. If you do not see their posts, check back at a later time (you may have been the first to post).

Here is my post:

Summary

During the U.S. House hearing “The Rise of Anti-LGBTQI+ Extremism and Violence in the United States,” the focus was placed on hate crimes and violence against LGBTQ+ individuals. The hearing was devoted to the Club Q shooting on the night of November 17, 2022, in Colorado Springs and to national issues. There is evidence that LGBTQ individuals faced more incidents of violent victimisation and hate crimes compared to non-LGBTQ individuals. Evidence to support that violent victimisation and hate crimes of LGBTQ people occurred at higher rates than for non-LGBTQ individuals. Hundreds of anti-LGBTQ bills have been introduced across multiple states, and pointed out during the hearing, were concerns of discrimination and hostility. States such as Colorado, Florida, New York, and Texas were used as examples of areas where there was violence and intimidation.

Critical Analysis

Prejudice, stereotypes, and misinformation about LGBTQ+ people are what I think is the cause of this kind of violence. Negative media comments can help raise the levels of fear and intolerance that could lead to discrimination and hate crimes. This makes me concerned about what it means for the information that everyone should be able to live safely, regardless of their sexual orientation. The survivor stories demonstrated the devastating emotional and physical repercussions of hate crimes on a person or a community of hate crimes. The need to continue to encourage the promotion of respect for all persons, inclusion, and safety in society.

Reference

United States Congress, House Committee on Oversight and Reform. (2023). The rise of anti-LGBTQI+ extremism and violence in the United States: Hearing before the Committee on Oversight and Reform, House of Representatives, One Hundred Seventeenth Congress, second session, December 14, 2022 (Serial No. 117-112). U.S. Government Publishing Office https://mnpals-sct.primo.exlibrisgroup.com/permali...

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Here is the first person i want you to reply to: 50 words min!!!! Their initials are IG and here is there post

Reaction

One of the main things that stood out to me was the statistics behind the betrayal trauma. 59% of people that have had experiences of hate crimes feel that law enforcement expressed a biased or negative attitude towards a non cisgender person because of their identity. I was sickened throughout the readings just seeing how unfair many things are to these humans because of who they identify as. In the article there were many times where they had statements from those who have personally experienced hate crimes and they were all utterly sad. There are many names that have been thrown around by strangers and even law enforcement. We are supposed to ALL feel protected by the people that watch over our cities, not dehumanized or degraded.

Summary

In the research analysis Analysis Of Hate Crimes in Transgender Communities with Jane Gauthier, Kevin Medina, and Carly Dierkhising they talk about how many people are scared to live their daily lives based on how they have been treated by others, law enforcement, families, friends, and people who have no connection to them. Many people are scared to get out of their vehicles or walk on the streets alone. A transgender college student talked about how he was going to class and was stopped by security, placed in cuffs and sat on the ground, while on his way to turn a paper in. The article shared stories about transgender and genderfluid individuals have been dehumanized just for expressing their gender identity

Gauthier, Jane, et al. “Analysis of Hate Crimes in Transgender Communities.” Journal of Hate Studies, vol. 17, no. 2, July 2021, pp. 4–14. EBSCOhost, https://doi-org.sctproxy.mnpals.net/10.33972/jhs.158

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